International Comparison And Local Enlightenment Of Professional Standards For High Level Science Teachers

Different from the unified general standards of teachers' profession in China,the standards of teachers' profession in many western countries differ not only in subjects,but also in the level of teachers' profession.For example,the professional standards of teachers in Britain are composed of five parts: qualified teachers' professional standards,ordinary teachers' professional standards,senior teachers' professional standards,excellent teachers' professional standards and master teachers' professional standards.This is precisely what is missing in the professional standards of teachers in China.Most of the research on teachers' professional standards in our country belongs to case studies,and most of which are in the stage of qualitative description.In order to improve the professional level of science teachers,the international comparative study of professional standards for high-level science teachers is very important.This paper uses the literature method to analyze the current situation of domestic research on teachers' professional standards,clarify the research ideas,and discuss the relevant theories.Based on the analysis framework,this paper chooses the professional standards of high-level science teachers in the United States and Australia as the object of comparative study,compares and analyses their ideas,strategies,structures and contents,so as to provide more perspectives for the research of teachers' professional standards in China.By using the methods of questionnaire and interview,we first conducted a "Feasibility Questionnaire on Professional Standards of High-level Science Teachers" for front-line science teachers and primary and secondary school principals in different regions of China.Thirdly,we interviewed different subjects related to the interests of teachers' professional development in China,such as experts in the field of education,front-line science teachers and education management departments.The interviews mainly included the feasibility of professional standards for high-level science teachers in China,the developers of standards and the elements of standards.The results show that some frontline science teachers are not active in the development of professional standards for high-level science teachers because of their inertia in career development,but they are not satisfied with the current evaluation indicators of teachers' performance and job evaluation;the interviewees generally believe that it is necessary to develop professional standards for high-level science teachers in line with Chinese National conditions;professional knowledge,professional skills and research results have become the main dimension of concern;different groups have certain differences in the key content of the standards.Teacher professional standards at different levels contribute to the professional development of teachers at various levels.According to the above mentioned findings,the inspiration and suggestions for the development and construction of professional standards for high-level science teachers in China can be achieved:Implementing national high-level professional standards for science teachers to promote the overall sustainable development of science teachers;respecting the "voice right" of science teachers in the formulation of high-quality teacher standards to enhance the scientificity and effectiveness of the standards;reasonably setting a framework for high-quality science teachers' standards to stimulate intrinsic career motivation and development potential;incorporating the extension indicators of science teachers' teaching quality to enhance subjects Teachers' professional leadership;supplement the requirements of scientific research achievements and cultivate scientific research ability of science teachers.